Thinking Outside the (Toy) Box: Fresh Ideas for Motivating Older Kids

New BCBAs, RBTs, and even some seasoned folks sometimes fall into this trap. We’re guilty of putting kids into a box when it comes to what motivates them. We assume kids will be reinforced by the “usual suspects” and call it a day.

I’ll explain.

The Usual Suspects: Toys, Edibles, Screens

When we’re thinking about motivating our learners, it’s natural to reach for the obvious stuff. Like toys, Goldfish crackers, fruit snacks, iPads, and video games. For a lot of kids, this works—at least for a while. But what happens when it doesn’t?

Here’s the scenario: You’ve got a kiddo who’s 10, 12, maybe even 14. They may have had access to these “easy” reinforcers their entire lives. They’re verbal, they’re flexible, and they’ve learned to wait. They pivot to other things when preferred items and activities aren’t available. They’re not throwing tantrums if they can’t have the tablet right now. They’ve developed their own coping strategies. They’ll draw a picture, read a book, or just chill. Sounds ideal, but for us as behavior analysts, it’s a challenge.

This is where a shift in thinking has to happen. First, we have to remember that we’re not just SIMPLY trying to increase skills and reduce maladaptive behavior. We’re also trying to create flexibility in how kids respond to the absence of reinforcers. If a child’s only strategy is to mand for a tablet, and that tablet’s not available, what’s going to happen? Probably a meltdown. We’re trying to avoid that scenario by making sure they’re ready to live in a world where their “favorite” thing isn’t always on demand.

When we’ve faded reinforcement too well—a good problem to have—we’re left wondering, “How do I keep this kid engaged?”. This flexibility that they possess might actually be a highly adaptive behavior. Don’t get so frustrated.

The Next-Level Approach: Events as Reinforcers

So, if you’re working with a kid who’s gotten to that “flexible” place—good for you. It’s time to start thinking about reinforcers in a new way.

Let’s talk events.

Sometimes reinforcers aren’t items you can hold in your hand. They’re experiences. And, they’re outside of your direct control. You’re not handing out reinforcers in the moment. You’re helping the child work toward something bigger, something in the future, something that requires patience and persistence.

What Kind of Events?

A few examples:

• Going to the trampoline park

• Attending a birthday party

• Swimming at the local pool

• Catching a baseball game

• A weekend ice cream outing

See the difference? It’s not, “Do this and get 5 minutes on the iPad.” It’s, “Work hard this week, and on Saturday, we’re going swimming.” These are bigger, more motivating, and frankly, more meaningful reinforcers.

How Do We Do This?

Brass tacks? You need parent buy-in. You’re no longer the one holding all the reinforcers in your magic bag. Parents become the gatekeepers. And if you’re working in a center environment especially, that’s a shift. You’re used to having total control, but when you’re talking about events, it’s not just you and the RBT anymore. It’s the whole family.

How to Get Parent Buy-In

1. Explain the Why: Parents need to know why this shift matters. It’s not just “for fun”—it’s crucial to help their child learn patience, delay gratification, and stay motivated.

2. Be Specific: Don’t just say, “You should take them to a ball game if they do well.” Set the parameters. “If they complete all their assignments for three weeks straight, they earn a ticket to the game.” Clear, simple, and measurable.

3. Make It Visual: Use visuals. This is a great opportunity to teach them how a calendar works. Create an “event tracker” where the child can see their progress toward the goal.

4. Check in Regularly: Parents are busy. Life happens. Make sure you’re checking in to see if the event is still on track. If it’s not, adjust. The goal is to keep motivation alive.

Why Does This Matter?

Kids won’t be in ABA therapy forever. They’re going to live in the real world, and in the real world, we’re all working toward delayed reinforcers. Paychecks, vacations, family outings—these aren’t handed out instantly. If all we’ve done in therapy is teach them to expect Goldfish and iPads every 10 minutes, we’ve failed them.

Take Action

Here’s your challenge for this week:

1. Look at your caseload. Identify one kid who’s at that “flexible but hard to motivate” stage.

2. Brainstorm one event-based reinforcer you could implement. Think bigger than the center, the home, or the school. Think outside.

3. Talk to the parents. Lay out a plan. Get specific. Track progress visually.

Get out there and think bigger. Cheers.

Martin Myers is a BCBA with a passion for helping improve the field of ABA. He is the creator of BxMastery, with over 4,000 goal ideas, sequenced, to inspire your programming. With 10+ years of experience in the field, he’s dedicated to empowering others and fostering positive change through effective leadership and communication. Connect with Martin on LinkedIn, Facebook, Instagram, and TikTok for more insights and updates.